Inclusive pedagogical experiences within the framework of the sustainable development goals.

Abstract

This research proposes an analysis of the nexus between inclusive education and the Sustainable Development Goals of UNESCO, through the study of a case from Monterrey, Mexico. Drawing from a qualitative perspective and participatory action research, the experiences of participants are gathered through three inclusive pedagogical experiences carried out in an extracurricular project. Through participant observation (field notes), semi-structured interviews and examples of the inclusive pedagogical experiences, the voices of these students are retaken. Results indicate that these practices allowed the use of open spaces to the linguistic, cultural and social diversity of the participants, as well as highlighting the importance of incorporating non-formal education systems in the achievement of sustainable development objectives.